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District 25 shows high assessment rankings, expands SEL supports and student services
Summary
Presentations at the Dec. 11 retreat showed District 25 students scoring in high percentiles on state assessments, rising subgroup growth (multilingual learners and students with IEPs), full implementation of the RULER SEL curriculum, and expanded student-support staffing; staff diversity gaps remain a stated concern.
District 25 staff presented academic-performance and learning-environment data during the Dec. 11 strategic-planning retreat, highlighting strong assessment outcomes and recent investments in social-emotional learning (SEL) and student services.
Andrea Lusso, director of student learning, reported district performance on state assessments: district-level proficiency and growth figures placed the district near the 90th percentile in statewide comparisons for math and science and the 80th percentile for English language arts. Lusso noted subgroup growth as a strength — particularly for multilingual learners and students with individualized education programs (IEPs) — and described program-review processes and professional learning (including LETRS literacy training) intended to sustain gains. Lusso also reported current enrollment of 5,108 students and that the district’s Casarda projections show modest growth toward about 5,500 students by 2034–35.
Diane Copco, assistant superintendent for student services, outlined learning-environment metrics and supports: the district has implemented the RULER SEL curriculum across early childhood through eighth grade (reported at 100% implementation), expanded multidisciplinary teams (social workers, psychologists and BCBAs), and introduced a district-wide student-support request form to centralize concerns and follow-up plans. Copco cited Illinois School Report Card designations showing all nine schools as either exemplary or commendable and reported 81 total disciplinary incidents last school year (61 in-school, 20 out-of-school).
Both presenters acknowledged areas for further work: staff demographic disparity (teaching staff reported as about 97% white while the student body is more diverse) and teacher attendance and engagement metrics the district plans to monitor and address.
Why it matters: the data will inform strategic-plan goals around achievement, equity, SEL, and targeted supports that affect classroom practice, staffing, and student outcomes.
